Assistive Technology - Building capacity for IEP team members to support a student in the selection, acquisition, and use of assistive technology.
Discuss the need.
a. Joint training for ESE and General Education
b. Beginning LATS training
c.
Discuss some of the things you are currently doing that work well for you.
a. Support for LATS and RTI working together
b. Work with the staffing specialist/LEA rep to identify members for the teams
c. Working with school based reading coaches
d.
List some of the barriers.
1. Time, personnel wearing "too many hats"
2. More resources/access to web training that are approved by the state, state facilitated webinars
3. Administrative buy in, general education buy in
4. ESE Leadership buy in
5. District IT
6. Access to RTI teams
7.
Recommend activities at the local level (LATS / RLATS).
RTI, problem solving coordinator, working with AT
2. More information and joint training with general education
3. Reach out to title 1 coordinators
4.
Appropriate & Accessible Instructional Materials - Support an integrated assessment of accessible instructional materials, flexible digital materials, online learning needs, and emergent technologies.
How are people doing AIM assessments? -using inventory on AIM explorer to identify appropriate materials -
How are we making sure everyone who is eligible for NIMAS:Florida services is receiving those services?
How are we connecting with reading coaches and reading teachers?
How are we supporting online learning?
Discuss the need.
a. Appropriate assessment materials
b.
Discuss some of the things you are currently doing that work well for you.
List some of the barriers.
Instructional materials availability
2. Lack of access by students in multiple environments
3. Training for new LATS
4. Getting staff out of classroom (including paras)
Communication Plan DRAFT - taking feedback (ardiss@fsdb.k12.fl.us) Nov 12 - Jan 31, 2013 and then will revise and republish in February 13
3. AIM module from institute 2011
4. Learning Ally
5. C-PALMS (upload lesson plans and materials)
Recommend activities at the state level.
Create AIM for core curriculum and make it part of C-PALMS
2. Training for new LATS (same training statewide)
3. Develop assessment tools (statewide)
>
Recommend activities at the regional level.
#
Recommend activities at the FDLRS Center level.
Teacher (general ed) training on AIM
Recommend activities at the local level (LATS / RLATS).
Locating appropriate staff to get a foot in the door
2. Para training
3.
UDL & MTSS – Supporting the local implementation of a universal, differentiated core curriculum infused with 21st Century Skills that addresses the Common Core Standards in a multi-tiered system of supports.
Discuss the need.
a. Invite/include ESE/LATS to state and local Common Core trainings
b. Assessment/data collection process tools to direct school based teams to use
c. More DI training
d. Understanding of framework of SIP
Discuss some of the things you are currently doing that work well for you.
a. Be a part of the school improvement plan
b.
List some of the barriers.
No connections between ESE and Common Core
2. Funding/infrastructure
List some of your resources.
Check school improvement plan
2. CAST
3. PDA modules
Recommend activities at the state level.
Improved pre-service training
2. Coordinated plan with information distributed at all levels
3. Guidelines of what UDL should look like
4. AT website containing all resources (FDLRS, LATS, etc.)
Recommend activities at the regional level.
#
Recommend activities at the FDLRS Center level.
PDA modules
Recommend activities at the local level (LATS / RLATS).
Assisting general ed with data collection process
2.
Size Alike - Small/Medium
Galaxy
Gateway
Heartland
Miccosukee
NEFEC
PAEC
Springs
Westgate
Tools
Online Timer - http://timer.onlineclock.net/Shift from Don Johnston - http://www.donjohnston.com/prof_services/shift/index.html
Book: Switch - How to Change Things When Change is Hard - http://www.amazon.com/Switch-Change-Things-When-Hard/dp/0385528752
Focus Areas
Assistive Technology - Building capacity for IEP team members to support a student in the selection, acquisition, and use of assistive technology.
a. Joint training for ESE and General Education
b. Beginning LATS training
c.
a. Support for LATS and RTI working together
b. Work with the staffing specialist/LEA rep to identify members for the teams
c. Working with school based reading coaches
d.
1. Time, personnel wearing "too many hats"
2. More resources/access to web training that are approved by the state, state facilitated webinars
3. Administrative buy in, general education buy in
4. ESE Leadership buy in
5. District IT
6. Access to RTI teams
7.
2. CAST
3. USF (TIMS)
4. FDLRS
5. LATS Competencies (training and resources)
2.
2.
2.
2. More information and joint training with general education
3. Reach out to title 1 coordinators
4.
Appropriate & Accessible Instructional Materials - Support an integrated assessment of accessible instructional materials, flexible digital materials, online learning needs, and emergent technologies.
-using inventory on AIM explorer to identify appropriate materials
-
a. Appropriate assessment materials
b.
2. Lack of access by students in multiple environments
3. Training for new LATS
4. Getting staff out of classroom (including paras)
2.
4. Learning Ally
5. C-PALMS (upload lesson plans and materials)
- Create AIM for core curriculum and make it part of C-PALMS
>2. Training for new LATS (same training statewide)
3. Develop assessment tools (statewide)
#
2. Para training
3.
UDL & MTSS – Supporting the local implementation of a universal, differentiated core curriculum infused with 21st Century Skills that addresses the Common Core Standards in a multi-tiered system of supports.
a. Invite/include ESE/LATS to state and local Common Core trainings
b. Assessment/data collection process tools to direct school based teams to use
c. More DI training
d. Understanding of framework of SIP
a. Be a part of the school improvement plan
b.
2. Funding/infrastructure
2. CAST
3. PDA modules
2. Coordinated plan with information distributed at all levels
3. Guidelines of what UDL should look like
4. AT website containing all resources (FDLRS, LATS, etc.)
#
2.